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Quantitative Developments, Quality and Equity Concerns in Zimbabwean Primary and Secondary Education Sectors.

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dc.creator Nyagura, Levi M.
dc.date.accessioned 2014-10-10T11:21:53Z
dc.date.accessioned 2015-12-08T10:53:10Z
dc.date.available 2014-10-10T11:21:53Z
dc.date.available 2015-12-08T10:53:10Z
dc.date.created 2014-10-10T11:21:53Z
dc.date.issued 1993-03
dc.identifier Nyagura, Levi M. (1993) Quantitative Developments, Quality and Equity Concerns in Zimbabwean Primary and Secondary Education Sectors. ZJER, Vol.5, no.1. Harare, Mt. Pleasant: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/4726
dc.identifier.uri http://hdl.handle.net/10646/1574
dc.description.abstract Whilst Zimbabwe has achieved significant quantitative developments in education, little has been achieved in providing equal access to quality education in the whole education sector. The poor communities continue to struggle on with poor teacher quality, inadequate instructional materials, and poor school facilities. Gender discrimination is on the increase with less, female students attending school and with more of this small group dropping out of school. The quality of education has significantly declined and this signals a serious potential problem of high illiteracy levels, especially among women.
dc.language en
dc.publisher Human Resource Research Centre, (HRRC), University of Zimbabwe.
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.title Quantitative Developments, Quality and Equity Concerns in Zimbabwean Primary and Secondary Education Sectors.
dc.type Article


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